The document discusses various topics related to motivational factors in learning, including: 1) Intrinsic and extrinsic motivation as well as self-efficacy beliefs. 2) Goal theories, self-regulation, and how cognition and motivation are coordinated in learning. 3) Classroom and environmental factors that can shape motivation, such as teacher strategies, the learning environment, and parental involvement. 4) Key aspects of self-regulation including goal setting, planning, attention control, use of learning strategies, self-monitoring, and self-evaluation.

1. Motivational factors in
learning.
Theri Oscarmon M. Dela Cruz

2. A. DEFINING MOTIVATION AND MOTIVATIONAL PROBLEMS IN
LEARNING.
B. INTRINSIC AND EXTRINSIC MOTIVATION.
C. SELF-COMPETENCE BELIEFS, SELF-EFFICACY, SELF-
EXPECTATION, ACADEMIC SELF-CONCEPT AND OUTCOME
EXPECTANCY BELIEFS.
D. GOAL THEORIES IN LEARNING.
E. SELF-REGULATION, COORDINATING COGNITION AND
MOTIVATION IN LEARNING.
F. CLASSROOM AND ENVIRONMENTAL FACTORS SHAPING
MOTIVATION.
G. TEACHERS STRATEGIES FOR FACILITATING POSITIVE
MOTIVATIONALPROCESSES IN LEARNING (Lesson Planning,
Designing Learning and Assessment Activities)

3. SELF-REGULATION,
COORDINATING
COGNITION AND
MOTIVATION IN LEARNING

4. Self-regulation - refers to a
person's ability to master
himself.

5. Indicators of Self-regulation:
*Set standards for one self.
*Monitor and evaluate one's
own behavior.
*Impose consequences on
oneself for one's successes
or failures.

6. HOW DOES SELF-
REGULATION RELATE TO
MOTIVATION?

7. *A student who is capable of self-
regulation is more likely to be more
intrinsically motivated because he
sets his goals and standards, he
monitors his progress, and
evaluates his own performance.
*A student who is capable of self-
regulation, is not only capable of
regulating his behavior, he is also
capable of his own learning.

8. PROCESSESS INVOLVING
SELF-REGULATION

9. GOAL SETTING
Self-regulated learners know
what they want to accomplish
when they read or study.

10. PLANNING
Self-regulated learners
determine ahead of time how
best to use the time they
have available for learning.

11. ATTENTION CONTROL
Self-regulated learners try to focus their
attention on the subject matter at hand
and clear their minds potentially
distracting thoughts and emotions.

12. APPLICATION OF
LEARNING STRATEGIES
Self-regulated learners
choose different learning
strategies depending on the
specific goal they hope to
accomplish.

13. SELF-MONITORING
Self-regulated learners
continually monitor their
progress toward their goals
and they change their
strategies or modify their
goals, if necessary.

14. SELF-EVALUATION
Self-regulated learners
determine whether what they
have learned is sufficient for
the goals they have set.

15. From the perspective of
social cognitive theorists, self
regulation entails at least four
processes (Bandura, 1986;
Schunk, 1989; Schunk &
Zimmerman, 1996)

16. 1. STANDARDS AND GOALS As mature human
beings we tend to set standards for our own
behavior.
2. SELF- OBSERVATION An important part of
self- regulation is to observe oneself in action.
3. SELF-JUDGMENT People's behavior are
frequently judged by others.
4. SELF-REACTION As people become
increasingly self- regulating, they begin to
reinforce themselves.

17. THE COGNITIVE SIDE
OF SELF- REGULATION

18. Cognition - is the process of learning in the
broadest sense that includes perception, memory,
judgment, and thinking. It is both a mental activity
and behavior that provides an understanding of
the world arising from biological, experiential,
motivational and social influences.
Cognitive(knowledge) - concerned with act or
process of knowing or perceiving. (psychological
process) SELF-REGULATION (according to
Winnie, 1995) -involves cognitive processes as
well as behavior.

19. CLASSROOM AND
ENVIRONMENTAL
FACTORS SHAPING
MOTIVATION
(Ten Ways to Motivate Students)

20. 1. Publish Student Work Seeing one’s work in print or
posted on the Internet as part of a classroom website
can be truly motivating. This will allow students to have a
goal to work towards and they can see and share the
results of their hard work with others.
2. Use Supporting Material and Props Bringing
manipulative and props into the class can be truly
motivating. Some history teachers have been known to
dress up as characters from history like Abraham Lincoln
or Theodore Roosevelt which is always fun for students
and teacher alike. However, even just bringing in items
like foreign money that can be passed around or posting
pictures around the classroom about the topic at hand
can be interest building for students.

21. 3. Provide Specific Rewards Students Can Work Towards Come
up with one or more rewards that students can work towards.
Maybe you agree to allow them 10 minutes of free time on Fridays
or you will provide them with popcorn during the next lesson
specific movie. Whatever it is, come up with what the students
need to do to achieve the goal and stick to your plan.
4. Provide Choices for Students Whenever possible, allow
students to have some choice in what they are learning. For
example, if you are having the students write an essay, you might
give them a couple of broader topics to choose from so that they
can pick something they are more interested in. Another area of
choice can come in the method of presentation for projects. The
students may choose to create a website, a PowerPoint, or a
song. The ability to demonstrate learning through choice and a
variety of methods can be very motivating for students.

22. 5. Have Students Work Towards Individual Goals Have
students come up with one or more specific goals of
what they want to achieve in your class. You can attach
a grade to these goals in terms of how much effort they
put into achieving the goals.
6. Give Students a Role Allow students to be as involved
in possible in your classroom environment. Try to fit in
debates and simulations to give them the opportunity to
participate in a more direct manner.

23. 7. Connect Learning to the Real World As often as you
can, connect what students are learning to the world
around them. By connecting the classroom lesson to the
students’ personal lives we can provide them with
greater incentives and buy-in on what you are teaching.
8. Mix It Up Too much of anything can quickly lead to
boredom, including lectures, whole group discussions,
small group work, debates, and cooperative learning
activities. Therefore, make sure to vary your lessons
accordingly. Similarly, vary homework assignments so
that students are not always doing the same thing every
night.

24. 9. Get Students Involved in Contests Find contests, publishing
events, scholarships, and events that students can participate in
and work towards outside of the classroom. Maybe you have all
your students send a submission for a story to a local magazine.
Maybe you have students write an essay for a college scholarship
competition. By connecting what you are teaching in the
classroom to something that carries real world rewards, you can
help increase student involvement.
10. Bring Service Into the Classroom Most students have an
innate desire to work towards a goal greater than themselves. For
some this might be that they want to help preserve the
environment. Others might want to help the poor or focus on
individuals hit hard by natural disasters. If you can tap into this
while connecting the actions to lessons in the classroom, you can
build on these natural altruistic desires.

25. Classroom Factors That
Affect Motivation

26. Teacher Attitude Teacher attitude makes a difference in
motivating students. Students quickly sense when a
teacher is disconnected with what she's teaching or
when she really doesn't care for or isn't connected with
the students, not just as a class, but as individuals. An
attitude of criticism or favoritism disrupts good order in
the classroom and motivates students to act out in a
negative fashion because the students do not believe
the teacher cares, or believe nothing they do will be
good enough.

27. Home Situation Home situations affect student
motivation in the classroom. If students come from
homes where they are loved and encouraged, the
students will approach classroom work with eagerness
and with a willingness to learn. If the students do not
have a positive home environment or if the home
situation doesn't provide appropriate levels of nutrition
and/or sleep, students attend school with a
disadvantage and a lack of motivation because of
physical or emotional problems.

28. Teaching Approach Lectures and a recitation of dry facts
and figures tend to motivate students not to pay
attention and to “tune out” a teacher they believe is
boring. However, when the students become part of the
learning process, learning can become more enjoyable
and adaptable to those with different learning styles.
Students can be motivated when teachers help them
“see” what they're learning in a different context. If
teaching about a historical figure or event, read stories
about the time period. As long as the historical
background is accurate, fiction stories draw students into
the historical setting and make the era come alive. When
students connect better with what they're learning, they
can become more motivated.

29. Interactive Activities Using interactive activities such as
having students act out skits or plays on the topic--or
writing scripts to act out can be motivating factors for
positive classroom participation. Also, the use of
puzzles, games, special speakers and bulletin-board
displays are factors that can affect classroom motivation.
Encouraging students to set goals in the classroom can
also provide motivation.

30. Environmental Factors
Affecting Motivation

31. Human Environmental Factors Affecting
Motivation If environment is defined as the sum
total of one's surrounding then environmental
factors that affect student's motivation include
human as well as non-human factors.

32. Teacher's Affective Traits A teacher's positive
affective traits such as caring, understanding,
genuine respect, enthusiasm, and
professionalism, the student's sense of belonging
to a learning community; and parent's supportive
behavior definitely create a learning environment
that is facilitative of learning. The contrast of
these produces a counterproductive learning
environment.

33. Affective characteristics of
effective teachers:
CARING
FAIRNESS & RESPECT
SOCIAL INTERACTIONS w/ STUDENTS
ENTHUSIASM & MOTIVATION IN LEARNING
ATTITUDE TOWARD TEACHING PROFESSION
REFLECTIVE PRACTICES

34. Bullying and the Need to Belong Students form
part of the human environment of the learner. In
fact, they far outnumber the teachers in the
learning environment.

35. Parents as Part of the Learner's Human Learning
Environment.

36. Parents who are supportive
of their children's learning
are observed to do the
following:
Supervise their children in their homework/project
Check their children's notebooks
Review their children's corrected seat works and test papers
Attend conferences for Parents, Teacher's Community Association (PTCA)
Are willing to spend on children's project and involvement in school activities
Participate actively in school-community projects
Confer with children's teachers when necessary
Are aware of their children's activities in school
Meet the friends of their children
Invite their children's friends at home

37. Teacher Strategies For Facilitating Positive
Motivational Processes In Learning (Lesson
Planning, Designing Learning and
Assessment Activities.

38. LESSON PLAN It is the teacher's road map of what
student's need to learn and how it will be done
effectively during the class time. Before you plan your
lesson, you will first need to identify the learning
objectives for the class meeting. Then, you can design
appropriate learning activities and develop strategies to
obtain feedback on student learning. A successful lesson
plan addresses and integrates three key components.

39. THREE COMPONENTS
1.Objectives for student learning
2.Teaching/learning activities
3.Strategies to check student's understanding

40. 1.The lesson plan is an aid to teaching. It should
not be a bible to be followed to the letter.
2. A lesson plan should not be too detailed.
Numerous details may obscure the main points
and cause confusion.

41. 3. Lessons should be planned within the time allotment for the
subject. Beginning teachers sometimes cover too much ground
resulting in teaching becoming superficial and the class does not
learn much.
4. The textbook should not be regarded as infallible. After all,
textbooks are made by human beings who are also subject to
mistakes.
5. The lesson plan may serve as a basis for future plans and a
means of evaluating the success of learning. -A lazy teacher who
teaches the same subject year after year may continue using the
same plan

42. LEARNING DESIGN:
Professional learning that increases educator
effectiveness and results for all students
integrates theories, research, and models of
human learning to achieve its intended outcomes.

43. FACTORS INFLUENCE
DECISION ABOUT
LEARNING DESIGNS
•Goals of learning
•Characteristics of the learners
•Their comfort with learning process and one another
•Their familiarity with the content
•Educator's work environment
•Resources available to support learning
•Apply learning theories, research and models.

44. ASSESSMENT
ACTIVITIES OR TASK
Assessment activities or task can provide more useful information
for the purpose of making judgment at key points (including
assigning grade for the record of school achievement) if they
provide assessment information across a range of syllabus
outcomes within the one activity or task.